Landscape of Secondary Physical Education Teachers' Professional Development in South Korea

Autor/inn/en	Lee, Okseon; Choi, Euichang; Griffiths, Mark; Goodyear, Victoria; Armour, Kathleen; Son, Hyukjun; Jung, Hyunsoo
Titel	Landscape of Secondary Physical Education Teachers' Professional Development in South Korea
Quelle	In: Sport, Education and Society, 24 (2019) 6, S.597-610 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Okseon) ORCID (Goodyear, Victoria) ORCID (Armour, Kathleen) ORCID (Son, Hyukjun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2019.1612348
Schlagwörter	Foreign Countries; Physical Education Teachers; Faculty Development; Professional Continuing Education; Secondary School Teachers; Teacher Attitudes; Program Effectiveness; Teaching Experience; Skill Development; Athletics; Interaction; Active Learning; Cooperation; Relevance (Education); Teacher Role; Knowledge Level; South Korea + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Leichtathletik; Interaktion; Aktives Lernen; Co-operation; Kooperation; Relevance; Relevanz; Lehrerrolle; Wissensbasis; Korea; Republik
Abstract	The purpose of this study was to examine the landscape of continuing professional development (CPD) for Korean secondary physical education (PE) teachers. Specifically, teachers' perceptions of the characteristics of CPD, factors determining the effectiveness of CPD, and outcomes of CPD were examined. Data were collected from online questionnaires (n = 251) and in-depth interviews with secondary PE teachers (n = 20). The quantitative data were analyzed using SPSS 20.0 and the qualitative data were subjected to content analysis using NVivo11. The findings revealed that Korean PE-CPD was characterized as (a) excessively institution-based, (b) distorting teachers' patterns of CPD participation depending on years of teaching experience, and (c) emphasizing sport skills development. The teachers described an effective PE-CPD program as having (a) novel, relevant, and practical content, (b) an active, interactive, and collaborative structure, and (c) a knowledgeable, open, and risk-taking program facilitator. CPD was perceived to have predominantly proximal outcomes, such as the acquisition and application of knowledge and skills for immediate use, indicating that the traditional format of CPD is limited in promoting teachers' continuous learning. The discussion addresses teachers' agentic actions through the processes of interpretation, decision-making and perception, framed by values and teacher education traditions within a Korean social context. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01